A Review of Research on Early Childhood Teacher Beliefs and Practice

키워드

참고문헌 (66)

1. Arcaro-McPhee, R., "Conflict resolution in a preschool constructivist classroom: A case study in negotiation", Journal of Research in Childhood Education, 17(1), pp.19~25 (2002)
2. Bogdan, R. C., "Qualitative research for education: An introduction to theories and methods (4th ed.)" (2003), Allyn and Bacon
3. Bramald, R., "Initial teacher trainees and their views of teaching and learning", Teaching and Teacher Education, 11(1), pp.23~31 (1995)
4. Bredekamps, S., "Developmentally appropriative practice in early childhood programs" (1997), National Association for Education of Young Children
5. Bredekamps, S., "Reaching potentials: Appropriate practice in early childhood programs" (1992), National Association for the Education of Young Children
6. Brewer, J., "Translating constructivist theory into practice in primary-grade mathematics", Education, 123(2), pp.416~426 (2002)
7. Bryant, D. M., "Best practices for beginners: Developmentally appropriateness in kindergarten", American Educational Research Journal, 28, pp.783~803 (1991)
8. Buchanan, T. K., "Predictors of the developmental appropriateness of the beliefs and practices of first, second, and third grade teachers", Early Childhood Research Quarterly, 13(3), pp.459~483 (1998)
9. Cassidy, D. J., "The effect of education on child care teachers’ beliefs and classroom quality: Year one evaluation of the TEACH early childhood associate degree scholarship program", Early Childhood Research Quarterly, 10, pp.171~183 (1995)
10. Charlesworth, R., "Kindergarten teacher beliefs and practices", Early Child Development and Care, 70, pp.17~35 (1991)
11. Charlesworth, R., "Measuring the developmental appropriateness of kindergarten teachers’ beliefs and practices", Early Childhood Research Quarterly, 8(3), pp.225~276 (1993)
12. Copple, C., "Developmentally appropriate practice in early childhood programs, serving children from birth through age 8" (2009), National Association for Education of Young Children
13. DeVries, R., "Developing constructivist early childhood curriculum: Practical principles and activities" (2002), Teachers College Press
14. Dunn, L., "What have we learned about developmentally appropriate practice?", Young Children, 52(5), pp.4~13 (1997)
15. Dyson, A. H., "On the case: Approaches to language and literacy research" (2005), Teachers College Press
16. Ernest, P., "The knowledge, beliefs and attitudes of the mathematics teacher: A model", Journal of Education for Teaching, 15, pp.13~34 (1989)
17. Fang, A., "A review of research on teacher beliefs and practices", Educational Research, 38, pp.47~65 (1996)
18. Fields, M. V., "Constructive guidance and discipline: Preschool and primary education" (1994), MacMillan
19. Flicker, E. S., "Developmental discipline in the early childhood classroom", Young children, 57(5), pp.82~89 (2002)
20. Follari, L. M., "Foundations and best practices in early childhood education", pp.2007, Merrill
21. Freiberg, H. J., "Beyond behaviorism: Changing the classroommanagement paradigm" (1999), Allyn and Bacon
22. Garrett, T., "Student-centered and teacher-centered classroom management: A case study of three elementary teachers", Journal of Classroom Interaction, 43(1), pp.34~47 (2008)
23. Goldstein, L. S., "Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States", Early Childhood Research Quarterly, 22, pp.39~54 (2007)
24. Goncu, A., "Preschoolers’classroom activities and interactions with peers and teachers", Early Education & Development, 11(1), pp.93~107 (2000)
25. Goodwin, A. L., "The case of one child: Making the shift from personal knowledge to professionally informed practice", Teaching Education, 13(2), pp.137~154 (2002)
26. Hatch, J. A., "Kindergarten philosophies and practices: Perspectives of teachers, principals, and supervisors", Early Childhood Research Quarterly, 3(2), pp.151~166 (1988)
27. Haupt, J., "The impact of DAP inservice training on the beliefs and practices of kindergarten teachers", Journal of Early Childhood Teacher Education, 16, pp.12~18 (1995)
28. Howard, B. C., "The experience of constructivism: Transforming teacher epistemology", Journal of Research on Computing in Education, 32(4), pp.455~465 (2000)
29. Hyson, M. C., "The classroom practices inventory: An observation instrument based on NAEYC’s guideline for developmentally appropriate practices for 4- and 5-year-old children", Early Childhood Research Quarterly, 5, pp.475~494 (1990)
30. Isenberg, J. P., "Teachers’ thinking and beliefs and classroom practice", Childhood Education, 66(5), pp.322~326 (1990)
31. Jones, L. D., "Beginning prekindergarten and kindergarten teachers’beliefs and practices: Supports and barriers to developmentally appropriate practices", Journal of Early Childhood Teacher Education, 21, pp.397~410 (2000)
32. Jones, I., "Differential social and academic effects of developmentally appropriate practices and beliefs", Journal of Research in Early Childhood Education, 14, pp.26~35 (1999)
33. Kagan, D. M., "Beliefs and behaviors of kindergarten teachers", Educational Research, 30(1), pp.26~35 (1988)
34. Kleinsasser, A. M., "Novice teachers’ names for children: Finding a fit for educational foundations theory and beliefs about learners", Action in Teacher Education, 14, pp.23~29 (1992)
35. Knitzer, J., "At the schoolhouse door: An examination of programs and policies for children with behavioral and emotional problems" (1990), Bank Street College of Education
36. Lara-Cinisomo, S., "A qualitative study of early childhood educators’ beliefs about key preschool classroom experiences", Early Childhood Research and Practice, 11(1) (2009)
37. Lee, J. S., "Preschool teachers’shared beliefs about appropriate pedagogy for 4-year-olds", Early Childhood Education Journal, 33(6), pp.433~441 (2006)
38. Lockwood, K. S., "Contemporary reading practice in an urban day school for students who are deaf or hard of hearing (Doctoral dissertation, New York University, 2007)" (2007), Dissertation Abstract International
39. Maxwell, K., "Predictors of developmentally appropriate classroom practices in kindergarten through third grade", Early Childhood Research Quarterly, 16(4), pp.431~452 (2001)
40. McCarty, F., "The relationship between teacher beliefs and practices, and Head Start classroom quality", Early Education and Development, 12(2), pp.225~238 (2001)
41. McCaslin, M., "Compliant cognition: The misalliance of management and instructional goals in current school reform", Educational Researcher, 21(3), pp.4~17 (1992)
42. McMullen, M. B., "Characteristics of teachers who talk the DAP talk and walk the DAP walk", Journal of Research in Early Childhood Education, 13, pp.216~230 (1999)
43. Metzger, D., "Rethinking classroom management: Teaching and learning with students", Social Studies and the Young Learner, 17(2), pp.13~15 (2004)
44. Nelson, R. F., "Personal and environmental factors that influence early childhood teachers’ practices", Journal of Instructional Psychology, 27(2), pp.95~103 (2000)
45. Norin, D., "Constructivist classroom management", Focus on Exceptional Children, 29(2), pp.1~12 (1996)
46. Oakes, P., "Kindergarten teachers’ use of developmentally appropriate practices and attitudes about authority", Early Education and Development, 1(6), pp.445~457 (1990)
47. Paris, C., "Lived meanings: What teachers mean when they say they are learner-centered", Teachers and Teaching: theory and practices, 12(5), pp.571~592 (2006)
48. Parker, A., "Developmentally appropriate practice in kindergarten: Factors shaping teacher beliefs and practice", Journal of Research in Childhood Education, 21(1), pp.65~78 (2006)
49. Prawat, R. S., "Teachers’ beliefs about teaching and learning: A constructivist perspective", American Journal of Education, 100(3), pp.354~395 (1992)
50. Richardson, V., "The role of attitudes and beliefs in learning to teach. in: Handbook of research on teacher education. 2nd ed", pp.102~119 (1996), MacMillian
51. Rist, R., "Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education", Harvard Educational Review, 40, pp.411~451 (1970)
52. Scott-Little, M. C., "Child care providers’reasoning about misbehaviors: Relation to classroom control strategies and professional training", Early Childhood Research Quarterly, 7, pp.595~606 (1992)
53. Smith, M., "Kindergarten readiness and retention: a qualitative study of teachers’ beliefs and practices", American Educational Research Journal, 25(3), pp.307~333 (1988)
54. Snider, M., "The effects of specialized education and job experience on early childhood teacher’s knowledge of developmentally appropriate practice", Early Childhood Research Quarterly, 5, pp.69~78 (1990)
55. Speer, N. M., "Issues of methods and theory in the study of mathematics teachers’ professed and attributed beliefs", Educational Studies in Mathematics, 58, pp.361~391 (2005)
56. Spidell-Rusher, A., "Belief systems of early childhood teachers and their principals regarding early childhood education", Early Childhood Research Quarterly, 7, pp.277~296 (1992)
57. Spodek, B., "The implicit theories of early childhood teachers", Early Child Development and Care, 38, pp.13~32 (1988)
58. Stipek, D., "The early childhood classroom observation measure", Early Childhood Research Quarterly, 19, pp.375~397 (2004)
59. Stipek, D., "Early childhood education teachers: Do they practice what they preach?", Early Childhood Research Quarterly, 12, pp.305~325 (1997)
60. Traynor, P. L., "Factors contributing to teacher choice of classroom order strategies", Education, 123(3), pp.586~598 (2003)
61. Vander Wilt, J., "Successfully moving toward developmentally appropriate practice: It takes time and effort!", Young Children, 53(4), pp.17~24 (1998)
62. Vartuli, S., "How early childhood teacher beliefs vary across grade level", Early Childhood Research Quarterly, 14, pp.489~514 (1999)
63. Weber, E. K., "Rules, right and wrong, and children", Early Childhood Education Journal, 30(2), pp.107~111 (2002)
64. Wien, C. A., "Time, work, and developmentally appropriate practice", Early Childhood Research Quarterly, 11, pp.377~403 (1996)
65. Wilcox-Herzog, A., "Is there a link between teachers’ beliefs and behaviors?", Early Education and Development, 13(1), pp.81~106 (2002)
66. Winsler, A., "Observations of children’s task activities and social interactions in relation to teacher perceptions in a child-centered preschool: Are we leaving too much to chance?", Early Education and Development, 14(2), pp.155~178 (2003)

관련 논문AI추천